Discusses the current roles of information technology (IT) in formal education and characterizes emerging trends in the field. Identifies specific uses of computers in physics education and lists representative programs. (ML)

Asserts that physics should be taught to stress the human aspects of laws of nature and scientific application of physical concepts. (CP)

Presents comments from the editorial board of Physics Education to the Royal Society's ad-hoc group on science and the public. Areas examined include whether schools provide students with a useful understanding of science and technology (ST), if the public has sufficient understanding of ST to make balanced judgements, and others. (JN)

The relationship of education, physics, and technology is investigated from a historical perspective. Using this basis, a list of goals of physics education is formulated in which the author feels primary emphasis should be to teach physics to students in order that they may have a better understanding of the world and its technical aspects. (CP)

Reviews the British Ordinary National Diploma (OND) course in technology, a two-year fulltime program leading to degree and subdegree courses in technology and science. The course was designed as an alternative to a two-year sixth form A-level course in mathematics and physics. (MLH)

Describes the types of industrial studies course offerings available in higher education. Also discusses the bachelor of science program in industrial studies at Sheffield City Polytechnic. The program, which focuses on science-based industry, places equal emphasis on technological and business inputs. (JN)

Discusses some aspects in X-ray topography, including formation of dislocations, characteristics of stacking faults, x-ray contrast in defect inspection, Berg-Barrett technique, and Lang traversing crystal and Borrmann's methods. (CC)

Describes the new physics courses, and course combinations with physics, that were introduced after 1973, and are being offered in addition to the existing four-year sandwich course in applied physics. (GA)

Stresses the value of graphing and computer algebra systems calculators when teaching about waves. Discusses how to input data into these calculators. Highlights the Texas Instruments' (TI) Web site at http://www.ti.com. (YDS)

Finds that computer simulations can be used to visualize the processes involved with lunar tides. Technology adds value, thus opening new paths for a more distinct analysis and increased learning results. (Author/CCM)

Discusses the role and importance of physics in the engineering curriculum, considering the need for physics knowledge in technology transfer and in preventing architectural disasters. Also discusses preuniversity physics preparation in Saudi Arabia and an optimum engineering physics curriculum, outlining a proposed four-semester physics course.…

Presents data on aircraft take off and landing, including measurements of turning speeds, triangle of velocities method, fuel consumption, air pressure differences, air turbulence, maintenance inspection, and airborne radar. Indicates the materials can serve as relevant physics examples in teaching sixth and seventh form pupils. (CC)

Describes the developmental cycle of the Copernican revolution as a swinging pendulum of philosophical and historical interpretation of views of the nature. Indicates that the paradigm shift'' in science results from interactions between scientific evidence and man's expectations of what the universe should be like. (CC)